The purpose of this study was to detect howdistracting texting is to college students in a lecture to decide if it wouldbe beneficial to ban the use if cell phones in a lecture setting. Texting isdistracting in other activities, such as driving, and there have been earlier studiesshowing how the use of laptops in multitasking, and instant messaging (throughphones or computers) can inhibit learning in a classroom. The study used 99 undergraduate students and dividedthem into groups of 25. Each group had amixture of students that were texting and students that turned off their phones.
In a classroom, two different colored folders were randomly spread throughoutthe room and the students picked a folder upon entering. The participants watched a pre-recorded lecturein a classroom and took a multiple choice quiz with 17 questions to determinehow much each participant remembered from the lecture. Before the lecture, eachstudent took a survey to gauge their texting ability and if they predictedfuture distraction from texting.This study had two hypotheses. One being that thestudents that were texting during a lecture would keep less of the informationthan the students that were not texting and the other being that textingability and whether or not the student will anticipate being distracted, willchange the outcome of the results for the group of students that were texting. Theresults from the surveys showed that students think texting is distracting, butthey believe that they, themselves, are exceptions. The overall scores from thequiz supported that the first hypothesis was true.
The average score on thequiz for the participants that were texting was 58% (Dietz & Henrich, 2014) and the averagescore for the group that was not texting was 71% (Dietz & Henrich, 2014). The second hypothesiswas proven incorrect. Whether the students were anticipating distraction or notwhen texting, they still did worse on the recall quiz than the control group.